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M/Mentor
TEYXO 12
2010
EPIEXOMENA
HMHTPIO ZYMIH .. 3 H E
M
I
E
ONIA KAOYH .. 19 A
: H

XPYA OIANOOYOY 36
T
E:
.. 49

63

.. 77
(portfolio)

.. 87
: project

103

118 :

.. 139

,

. 152

168
:

. 184

209

211

223

(11)
-

. : ) Shulman (-
,
) , )
Habermas (-
, ). -
, , -
: ) Shulman
,

) -
Habermas
. .. . , . -
. -
.
3
M
, -
.
-: , -
Shulman, Habermas.
Abstract
Eleven teachers of Primary Education took part in a year-long, in-service

training in their school, on the use of Mathematics Educational Software,
created by the Pedagogical Institute, in their everyday teaching practice. The
following areas were researched: a) teachers knowledge according to
Shulmans Subject Matter Knowledge, Pedagogical Content Knowledge and
Curricular Knowledge, before and after their training; b) their actions
according to Habermas Knowledge Interests (Technical Interest, Practical
Interest and Emancipatory Interest). The first results that were drawn using
grounded theory and interviews, show that: a) teachers improved their
knowledge, as defined by Shulman, of IT Subject Matter, as well as their
Pedagogical Content Knowledge and consolidated their knowledge of the
curricula of Mathematics and IT in primary schools; also, b) they overcome
Habermas Technical Interest level and acted at the level of Practical
Interest, acquiring some emancipation with regard to Mathematics
textbooks.
1.
2006-2007 -

.
() -
, CD-Rom
(-, - -) (http://pi-schools.sch.gr/software/dimoti-
ko/).

,
, , , -
, -
. - -
4
H a
- .
,
, , , -
..
() -
( 2006-2007 2007-
2008), , -
. , -

.
-
-
2006-2007 -

-
:
) Shulman (1986), -
, ,
,
:
1)
(Subject Matter Knowledge)
2) (Pedagogical Content Know-
ledge)
3) -
(Curricular Knowledge).
) Habermas (1972)
- -
/ , ,
1) (Technical Interest)
2) (Practical Interest)
3) (Emancipatory Interest).
2.
Lee Shulman (1986)

: 1) ,
, , -
,
5
M

, 2) ,
,
-
/ -
3) , -

.
Jrgen Habermas (1972) :
, : 1)

, -
.
,
2) -
,
,
3)
.
Habermas ,
, -
.
, ,
-
,
, . -
,

-
. -
,
. , , -
, -
(Grundy, 2003, - &
, 2006).
-

.
6
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3.
1, 2, 3, 1, 2 3 -

( & ,
2006). ( -
) / -
.
, -
, . -
( ) -
-
.

.
(Kynigos &
Theodosopoulou, 2001, .., 2006) -
, (Chionidou, Zibidis &
Doukakis, 2007).
(Bryman,
1988, Burgess, 1984, Finch, 1986, Guba & Lincoln, 1988, Hammersley, 1992,
Silverman, 1993), : )

/ )
-

(, 2001).

(Yin,
1994).

- (Mason, 2003) -
-
-
.
,
, ,

7
M
.
,
1, 2, 3, 1, 2, 3.

(Glaser & Strauss, 1967, Strauss &
Corbin, 1991, , 2003 & 2006), ()
Strauss:
,
,
, (constant comparisons)
, -
() (Strauss, 1987, . 5),

(, 2006, . 212).
, -
. -
-
(Rowland, 2004),
(, 2005, , 2005, , 2005)
(, 2005, ,
2008).
4. . (Open
Coding), , (Selective Coding), -
(Theoretical Coding) (Inducti-
ve Theory Building)
-
(codes). -
, -
(low level categories). , -
(major categories)
.

()

8
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4.1. (Open Coding) . -

, (coding). (label)
-

-
. ,

(Strauss & Corbin, 1991, . 61)
(, 2003). ,
,
(Strauss & Corbin, 1998, . 65-68).
4.1.1. -
1

( ),
. (- -
)
, -
.

( ) -
, -
-

-
( )
, ,
(-
) -
() ()
(-.., 2003, . 412,
415).
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1:
-
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,
,
, , ,

,

( )
,

()

4.1.2.
-
, (1, 2, ) (Allan, 2003).
( ), - -
, 1, 2, .. -

, - .
10
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3 (3) -
.
()
2. ,
, -
.
2:
-
1 , , .
,
,
, , ,
2

,
3

4

5

( )
6 ,

()

7

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4.2. (Selective Coding),

()

-
.
. -

3.
-
, . ,
- 1, 5, 6, 7 -
,
2, 3, 4, 5, 6, 7
, ..
- 5, 6, 7

,
-
.
3: ()
- ()
1, 5, 6, 7
2, 3, 4, 5, 6, 7
, -
, 15 -
: -
, ,
, , , -
Habermas, Habermas, -
Habermas, , , -
, , ,
,
.
12
H a
4.3. (Theoretical Coding),

-
. ,
-
. Glaser & Strauss (1967, . 105-115) -

.
, -
, , -
, ,
, , , -
Shulman -
, , -
,
Habermas, .. -

.
1:
..
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. Shulman

Habermas

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.
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.

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Habermas -
, 1) , 2)
3) :
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,
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.
15
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5.
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,
Shulman , -
-
. -
, -
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.
, Haber-
mas
, , -
.
16
H a
Allan, G. (2003). A Critique of using Grounded Theory as a Research Method. Electronic

Journal of Business Research Methods, 2(1), 1-10.
Bryman, A. (1988). Quantity and Quality in Social Research. London: Unwin and Hyman.
Burgess, R. G. (1984). In the Field: An Introduction to Field Research. London: George Allen
and Unwin.
Chionidou, M., Zibidis, D. & Doukakis, S. (2007). Greek primary teachers embedding ma-
thematical software. Shulmans categories and Habermasian interests. In: E.P.
Avgerinos and A. Gagatsis (eds.) (2007). Current trends in Mathematics Education.
Proceedings of 5th MEDCONF 2007 (Mediterranean Conference on Mathematics
Education), 13-15 April 2007, Rhodes, Greece. Athens: New Technologies Publications,
235-243.
Finch, J. (1986). Research and Policy: the Uses of Qualitative Methods in Social and Educational
Research. Falmer Press.
Glaser, B.G. & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative
research. Aldine Publishing Co., Chicago IL.
Grundy, S. (2003). . . , .
Guba, E. & Lincoln, Y. (1988). Naturalistic and Rationalistic Enquiry. J., Keeves
Educational Research, Methodology, and Measurement. Pergamon Press, 81-85.
Habermas, J. (1972). Knowledge and Human Interests, 2nd, Ed., London, Heinemann.
Hammersley, M. (1992). Whats Wrong With Ethnography? - Methodological Explorations.
London: Routledge.
Kynigos, C. & Theodosopoulou, V. (2001). Synthesizing Personal, Interactionist and Social
Norms Perspectives to Analyze Student Communication in a Computer-Based Mathemati-
cal Activity in the Classroom. Journal of Classroom Interaction, 36(2), 63-73.
Mason, J. (2003). . , .
Rowland, T. (2004). The knowledge quartet: A tool for developing mathematics teaching, In:
Proceedings of the Forth Mediterranean Conference on Mathematics Education, 69-81,
Palermo, 28, 29, 30 January.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
Silverman, D. (1993). Interpreting Qualitative Data. Methods for Analysing Talk, Text and Intera-
ction. London: Sage.
Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge University Press, Cambri-
dge, England.
Strauss, A. & Corbin, J. (1991). Basics of Qualitative Research: Grounded Theory, Procedures and
Techniques, 3rd printing. Newbury Park: CA: Sage Publications.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for
developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Yin, .. (1994). Case Study Research: Design and Methods. 2nd Ed., Thousand Oaks, CA: Sage.
, . (2003). . ,
.
, . (2006). (Grounded Theory) -
: , , . & , . (.)
(2006) , .
, .
, . (2001). , -
. , .
17
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-, . & , . (2006).
. E-Media: -
.
, . (2005).
- . (),
& , .
, ., , ., , O. & , . (2006). -
-
. . & . (.) (2006). 5 -
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, 10-17.
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. . . & -
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2/4/2009 16/2/2010
18

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. -

()
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,
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, -
.

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. . , ,
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, .
19
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Abstract
The process of assessment influences the self-image of the student about

his abilities in mathematics. The purpose of this study is the investigation of
the relationship between the assessment of the students environment and his
own assessment in mathematics as well as the influence of the assessment on
his school route. The research was realized in the evening schools of the
Dodecanese islands, an area with a large percentage of students who abandon
school. The research results showed that there are significant differences
between the students self-assessment in mathematics and their assessment
from their environment especially in primary school and in gymnasium.
Moreover, their assessment in mathematics influences their decision-making
in their school route.
-
(Clarke, 1996-Webb,
1992).
:

,
(
),
-, , -
, - -
.

, -
-
. , o -
, -

,
(Clarke, 1996). , -

, ,
-
(McLeod, 1992).
20

-
(-
) -
.
-

-
1.

:
-
( ) 18 .
,

-
. -
,
. , ,
-
(, 1998; , 1993; -
-, 1998; , 1998; , 1996; -
, 1998; .., 1998; , 1998; ,
2002; , 1998). -
, -
, , -
:
, -
.
,
-
.
, -
,
. H -
, ,
, .
21
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-
.
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.
-
. (1996) 6 10 -
, -
. 1 10 . 7
10 , -
, -
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( -
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), .
(1993) -
: -
, ..,
. , . -
. -
. . ., -
. .
., .
4 : , , .
. .,
, ,
. . (. 235-238).
-
(, , )
(Fennema, 1989; Marsh et al.,
1988; Shen & Pedulla, 2000). ,

,
,
(, -
) (, 2005, . 102). -

(, 2001). ,
,
22

,

(, 2005, . 102).
-

-
. -
,
, -
. ,
(
.., 2005, . 174).
, -

( )
.
:
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.
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-, .
:

,

,

- : -
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- 11 .

. -
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23
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,
-
.

, -
. -
,
-
.
-
. 2004-2005.
344 .

: ) -
, ; (
). ) :
, ; (
, ).
-

.
(
1), ( 2), ( 3) -
( 4).
(%)
204 59
140 41
344 100
344 , 59%
41% .
24

(%)
205 60
60 17
61 18
18 5
344 100
(60%) -
( )
. -
.

12-15 30 (15%) 0
15-18 79 (39%) 23 (16%)
18-25 29 (14%) 49 (35%)
25-30 25 (12%) 25 (18%)
30 29 (14%) 35 (25%)
12 (6%) 8 (6%)
204 140
15% -
. , 16%
. ,
(39%) 15-18 ,
18-25, 25-30
30. , (35%) 18-25
, (25%) 30 .
25
M

130 (64%) 75 (54%)
65 (32%) 63 (45%)
9 (4%) 2 (1%)
204 140
-
, -
.
(
)
(%)
50 14
162 47
126 37
6 2
344 100

(47%)
(37%).
26

()
(%)
38 11
194 57
104 30
8 2
344 100

(57%) (30%).
( )

21 (55%) 21 (11%) 8 (8%)
14 (37%) 105 (55%) 41 (39%)
3 (7%) 66 (34%) 55 (53%)
38 192 104
, -
- , -
(37%) (7%). ,

(55%), (34%) -
. ,
27
M
(39%).

-
.

( )
(%)
58 17
184 53
90 26
12 4
344 100

(53%) (26%),
(17%)
.
()
(%)
44 13
186 54
102 29
12 4
344 100
28

(54%) - (29%).
( )

10

20(45%) 29(16%) 8(8%)
17 (39%) 126(69%) 39(38%)
7(16%) 28(15%) 55(54%)
44 183 102
, -
, -
(39%). ,
-
(69%). , ,
(38%). -

.
( )
11
(%)
25 18
63 45
43 31
9 6
140 100
29
M

(45%) (31%).
()
12
(%)
17 12
67 48
46 33
10 7
140 100
(48%) -
(33%).
( )

13

9(53%) 9(13%) 6(13%)
6(35%) 44(67%) 12(26%)
2(12%) 13(20%) 28(61%)
17 66 46
-
-
(35%). -
,
30

(67% 61% ).

,
.

(Sundstrom, 2005). -
,
, -

. ,
,
.
, -
-
( .., 2006).
,
-

(, ) , -
(Skoumpourdi & Kalavasis, 2006). -
-
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( & ,
2006). ,
, -
,
.

, ,
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31
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-
.
-
, (. Sundstrom,
2005). , -

.
, -
, ,
. , -
-
.
:
-
. -
.

(Clark, 1996).
,
.
-
.
-
, , -

. , -

-
, , -
( .., 2005,
. 175).
-
,
(student-constructed test
items), (student mathematics
journal), -
(self-assessment questionnaires)
32

(students portfolios) (Clark, 1996; Van de Walle, 2005).

-
-- -
.

. ,
.

(Clarke, 1996). -

-
.
, -
(Kafoussi & Skoumpourdi, 2006).

. , -
-

, -
.
, -

.
,
. -

, -
(van de Walle, 2005).
,
-
. -
,
, -

.
33
M
1. : -
, 2.2, 8,
.
Clarke, D. (1996). Assesssment. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C.

Laborde (Eds.), International Handbook of Mathematics Education (pp. 327-370). Kluwer
Academic Publishers.
, . (1998).
: . : Gutenberg.
, . (2001). -
.
, 120, 101-110.
, . (1993). -
. : .
Fennema, E. (1989).The study of affect and mathematics: A proposed generic model for
research. In D.B. McLeod & M. Adams (Eds.), Affect and mathematical problem solving : A
new perspective (pp. 205-219). NY: Springer-Verlag.
, ., , ., , ., , ., , ., ,
., , . (2006).
: -
. , .
, . (1998). ; -
9 1985-88
. . . & . (.),
: , , . : Gutenberg.
, . (1998). . . -
& . (), : , , -
. : Gutenberg.
Kafoussi, S. & Skoumpourdi, C. (2006). Teachers evaluation about students errors in
probability and their didactical interventions. Proceedings of CIEAEM58, 58-63.
Marsh, .W., Byrne, B. M & Shavelson, R. J. (1988). A multi faceted academic self-concept: its
hierarchical structure and its relation to academic achievement. Journal of Educational
Psychology, 80, 366-392.
McLeod, D.B. (1992). Research on Affect in Mathematics Education: A Reconceptualization.
In D.A.Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning (pp. 39-
48). New York: Macmillan.
, ., ., , . (2005). -
. . , . , .
(.), , , ( 172-191). : .
()-
(1996).
.
34

, . (1998). . . -
& . (), : , , .
: Gutenberg.
, . & , . (.) (1998). : , -
, . : Gutenberg.
, . (1998). -
: . .
& . (), : , , . -
: Gutenberg.
, . (2005). -
. . , . , . -
(.), , , ( 101-118). : .
Shen, C., & Pedulla, J. J. (2000). The Relationship between Students Achievement and their
Self-perception of Competence and Rigour of Mathematics and Science: a cross-national
analysis. Assessment in Education, 7(2), 237-253.
, X. & , . (2006). -
, 22 ,
( ).
Skoumpourdi, C. & Kalavasis, F.( 2006). ow the performance in primary school mathematics
influence students school-route in difficult territorial areas: the case of a 18 small-islands
complex in Greece. Proceedings of CIEAEM58, 226-231.
, . (). (2002). , -
, , 31 2001.
, .
Sundstrom, A. (2005). Self-assessment of knowledge and abilities. (EM No. 54). Ume_:
Institutionen fr beteendevetenskapliga mtningar, Ume_ universitet.
, . (1998). 1980-83 -
. . & . -
(), : , , . :
Gutenberg.
van de Walle, J. (2005). : -
. - .
Webb, N. L.(1992). Assessment of students knowledge of mathematics: Steps toward a theory.
In D.A.Grouws (Ed.), Handbook of Research in Mathematics Teaching and Learning (pp.
661-686). New York: Macmillan.
26/9/2007 23/6/2009
35

, -
.

, . -
, ( -
), , /
.
-
().
-
.

.
, ,
.

.
. . -
.
36

Abstract
The awareness of young people with regards to their public participation

and expression of their political argumentation is related to school. In the
present study, the relations of the political socialisation of young people is
examined in combination with a number of variables that determine their
profile. Associations relating to gender, studies (graduate and postgraduate),
paternal education, work/ job hunting and study differentiation are
considered.
In data analysis, the conclusions arisen and pertaining to Information and
Communication Technologies (ICT) are interesting. In fact, the global society
has entered a revision period for widely-held views. The ITC integration and
its intensive use in almost all fields of human activities has developed a new
political potentiality. Education is designated as a critical field for full ITC
implementation, as well as in terms of political socialization.
1.

: 1996 2004. -

1996 2004,
-
. . .
(. ). , -
. -
-
.
-
(..).
, , -
,
. ,
( ), , /
, .

-

37
M
,
.
.
2.
H
,
-
(-, 1989). 90 -

(, 2004).
, -

,
. -
-

(-, 1987).
(2004), , -
Gutman Democratic Education (1999): -

,
. -

.

(, 2004).
, -
-
(
, -
).

. - (1987)

38

-

.

. Almond
Verba (1980)
, -
, -
.
,
(1999) : -

,
-
-
. ,
,
.
,

.
-
.
.
1963 G. Almond S. Verba The civic
culture. Political Attitudes and Democracy in Five Democracies.
1958 1963 , -
, , , .

-
(, 2004).
L. Ehman (1969) -
.
, -
(1999), , , -
-
. , , -
.
. ,
39
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-
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.
- (1987), 1045 12
-15 , -
-
.
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.

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,
.
- (1993)
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.
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.
3.
-
-
. -

, -
.
) -
(x2-test) -
)
.. .
40

1: ..
..

24,3% 11,5% 17,5% 9,4% 16,0%
42,9% 42,0% 47,9% 42,9% 46,2%
32,9% 46,6% 34,7% 47,6% 37,8%
100,0% 100,0% 100,0% 100,0% 100,0%
.. -
,
-
. , , -
.
.. ,
47,6% . ..
(46,6%). -
.. -
( ) -
.
-

. ( Pearson x2 p-value
(asymp.sig.)=0,002)
..
2: ..
..

9,9% 22,6%
44,7% 47,0%
45,4% 30,4%
100,0% 100,0%
41
M
2
. -
.. 44,7%
45,4%
. ..
-
. ( Pearson x2
p-value (asymp.sig.)=0,001)
..
3: . .
..

% % %
16,6% 22,6% 20,6%
29,5% 37,7% 35,1%
54,0% 39,7% 44,3%
100,0% 100,0% 100,0%
(: , . , 2005)
3 ..

. ..
(54%). -
(39,7%), -
.. -
. ( Pearson x2 p-
value (asymp.sig.)=0,002)

.. -
.
42

4: ..
..
..

5,0% 5,9% 4,3% 0,0% 3,8%
40,0% 29,4% 38,3% 16,9% 34,4%

( )
30,0% 35,3% 40,3% 69,2% 43,9%
25,0% 23,5% 11,7% 12,3% 13,4%

, 0,0% 5,9% 5,3% 1,5% 4,5%
100,0% 100,0% 100,0% 100,0% 100,0%
-
, ..
. , ..
, 69,2%
(
).
.. 35,3% -
. .. ,
40,3 %,
30% 40% (
)
. -
-
-
. ( Pearson x2
p-value (asymp.sig.)=0,001)
43
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..
1 ..
.
. ,
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,

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44

4.
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:

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1996 2004
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3
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, 2002) -
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(, 2007) -
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. -
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,
.

1996-2004
[ : .
]
46

-
1996 2004.
-

(2700 ). 2005 -
100 . -
40%. 2005
1174 ( 43,5%). 2005
-
.
1560 (
58%).
-
-
1996-2004
.

1996-2004
.
Almond, G.A., Verba, S. (1963). The civic culture, Princeton: Princeton University
Almond, G.A., Verba, S. (eds) (1980). The civic culture revisited, Boston: Little Brown
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, . (2006). , , : Gutenberg
, . (2002). :
. & . ,
:
, . (2006). -
, : Fagotto
, . (2003). -.
. , . , , -
:
47
M
Ehman, L.H. (1969). An analysis of the Relationships of Selected Educational Variables with
the Political Socialization of High School Students, American Educational Research Journal,
6, p. 559-580
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Age, Minneapolis: University of Minnesota Press
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, . (2006). ,
:
- , . (1993).
: , : .
, . (2004). , :
, . (2008). ,
, , -

, . (2007). , :

-, . (2005). , , :
Gutenberg
, ., , . (2005).
1996 2004 ( ), :

, ., , . (1998).
, , 101, . 58-64
Marshall, T.H., Bottomore, T. (1995). , :
Gutenberg
Mendes, A.J., Pereira, I., Costa, R. (eds) (2008). Computers and Education. Towards
Educational Change and Innovation, London: Springer
Morin, E. (1999). , :

- , . (1987). ,
: Gutenberg
-, . (1989). , : -

, . (2007). . , .
, . , . , -
:
Sallis, E., Jones, G. (2002). Knowledge Management in Education: Enhancing Learning and
Education. Sterling, VA: Stylus Publishing Inc
Tanenbaum, A. (2007), , :
, . (1999). ,
:Gutenberg
, . (2002). , :
27/7/2009 30/9/2009
48

1

1
&
()
. -

, ,
, -
,
. -

.
,
, -
. -

-
, , -
.
. . M.Sc .. . .
. 407 .
49
M
Abstract
The integration of the new Information and Communication Technologies

(ICT) in lifelong distance education multiplies the ways of supporting learning
experience. The learner-centered approach proposes a global shift away from
instruction to learning and has a balanced dual focus first on each individual
learner, his experiences, talents, and needs and second on procedures that are
most effective in promoting creative thinking, significant learning and
achievement for all learners. Technology can be used to create such a culture
and to provide the tools to produce lifelong learners. In this work we present
an overview of the ongoing research in the field of lifelong distance education
and in the field of learner-centered approach with special emphasis on how
learner-centered theory guides the design of technology-enhanced learning
environments. Finally, we support that the learner-centered principles can and
should be the framework for the design of qualitative distance learning
environments, to increase learners active, self-regulated and collaborative
lifelong learning.
-
-
, ,
, (Vance et al, 2005).
-

, -
- , -

(Taylor & LaBarre, 2006).
H , , , -
, -
,
,
(McCombs & Whisler, 1997).
, ,

,
,
50

. (MCombs, 2001b).
-
, ,
.
-
-
.
,
(1)
(2) -
, -
. , -

, , -
.
-
.
,
-
. -

, ,
.
(UNESCO, 1976, p.2).
-
, ,
, , -

, -
-
, .
.
(UNESCO, 1976, p.2).
(andragogy)
Knowles (1980), -
(pedagogy)
51
M
: (1) --
-,
(2) -
, (3)
(4)

.

,
(1)
(individual perspective)

(2) (contextual perspective),

(Caffarella & Merriam, 1999).

( - Information and Communication Technologies (ICT))

. (distance
learning) ,
( .., 2008, . 45).
,

, -
.
(electronic networks) -

.
-
, -
(Hagevik,
2000). , -

(Klecka, Clift & Thomas, 2002).
(hybrid/blended learning), -

52

, .

,
, -
-
-
(,
1999).
, -
-

(Liotsios, Demetriadis & Pombortsis, 2007).
-
, -
,
, -
(Riel & Levin, 1990).
-

(Riel &
Levin, 1990).
(collaborative learning), -
, -
-
,
(, 2003, . 37).
,

(, & , 2005).

(experiential learning), -
,
, . (,
& , 2005). , -
,
,
-
, -
. (, & , 2005).
53
M
-

(Starosilec, 1998).

(tele-education)
, -
, ,
(Jenkins &
Visser, 2001). , -

, . -
-
( ., 2008, .60-61). ,
,
, ,
, ,
, -

( .,
2008, .60-61).
(multimedia) .
,
(, , , , -
), ,
-
(Clark & Feldon, 2005). -
Mayer (2005),
-
,
. ,
(prior knowledge) -
,
,
(the paradox of continuity) (Rochelle, 1995). -
Rochelle (1995), -

-
.
54

(learner-centered approach) -
: () -
, ,
, ()
-
, -

(McCombs, 2002). -
, , , -
.
(per-
son-centered) Carl
Rogers (1961), (humanistic) -
, -
, -
(DeCarvalho, 1991).

(Huitt, 2001).
H -
,
(Huitt,
2006). , -
, -

(, 2003, .181). -
, -
, -
(Gordon, 1988).
Dewey, -
, , -
(Dewey, 1997, pp.215-224).
,
(behaviorism), (cognitivism) (con-
structivism) (student-centered teaching),
,

,
55
M
(Motschnig-Pitrik & Holzinger, 2002).

,
-
,
, ,
, (Rogers, 1980a,
1983).
-
(facilitator), / (coach),
(mentor), -
,
(Jenkins, 1999). -

, -
, . , -
(Rogers & Freiberg, 1994).
, ,
,
, ,
, -
, , -
, (Aspy & Roebuck,
1983).
, -

,
(CAPT, 2006). -

,
, -
,
(MCombs, 2001b).

, -
, ,
56

(Motschnig-Pitrik & Holzinger, 2002).
(Motschnig-
Pitrik, 2004).

-
, , -
(CAPT, 2006). -
-
, ,
(Broughton, 2006).
, -
(face to face) , -

(Motsching-Pitrik, 2002). -

(Derntl & Motschnig-Pitrik, 2003).
-
, -
,
-
,
(Derntl & Motschnig-Pitrik, 2003; 2004; 2005).

. ,
- (self-motivated)
o- (self-directed)
,
(Rogoza, 2005). -
-
,
, -
(Rogoza, 2005).
-
American Psychological Association (APA
Work Group, 1997b),
100 , ,
1973 (APA Task Force, 1993) 1977 (APA
Work Group, 1997b),
57
M
(Learner-centered psychological principles). 14

,
, , -
. -
,
:
(1)

(2)

(3)

(4)

-
,
-
, , (MCombs,
2001b).
,
- -
,
, -
, -
, (MCombs,
2001b).
-

58

(MCombs & Vakili, 2005).

, ,
. (Chou, 2004).
,
(MCombs & Vakili, 2005):
-

-

, ,

,
-

.

, -
.
, -
-
-

.
--
-
, -
.
59
M

-
.
, ,
. , -
. -

,
.
-
. -
-
. , -
, , ,

.

, -
,
-
.
APA Task Force on Psychology in Education (1993). Learner-centered psychological principles:

Guidelines for school redesign and reform. Washington, DC: American Psychological As-
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& . .
, . (2003). . : .
, . (1999). /:
. Proceedings of the 4th national conference
on Teaching Methodologies on Mathematics & Informatics in Education, Rethymnon, Crete,
1-3 October 1999
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28/11/2007 4/3/2010
62

. -
-
-
. ,
, -
.

-
...
.
Abstract
The officials who offer counselling services on Vocational Orientation

issues in the education terrain usually provide them directly to the students
who study in the equivalent educational institutions. However, the realization
. .
.
63
M
of the diffusion on vocational orientation issues on the school educative and

administrative staff is of equal significance. It is worth taking into account the
fact that teachers, owing to their daily contact with students, can equally
effectively contribute to the vocational education of students. Our experience
in the field of Second Change Schools has shown the necessity of application
of such a Vocational Orientation Counselling dimension along the terrain of
Second Change Schools, one which has not been exercised not at least until
the present day.
(...) -
. ... -

(.....) , .
.. (..
.., 2008)
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) ( )
(, 1994).
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(, 1999).
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,
. -

(elson-
Jones 1982, 1997).
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(-
, 2000:246).
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, ).
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65
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-
... (Gutkin&Curtis,1999. X-
, 2000:247).
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, 2008).
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Lighter Witmer

(, 2008:244).
Gerald
Caplan, o
-
(Rutter&Smith, 1995. Tuma, 1989).

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,

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66

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alter ego

(, 2000:367).
, -
,
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, -
(-, 2001:94).
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Rosenthal Jacobsen
73
M
(1968). .

-
.
-

(ezirow, 2006:138).
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(M-, 2001:95):
.
.
, -
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.
.
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,
(-
, 2002).
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: , , -
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74

,
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(Gutkin & Conoley, 1990).

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2008-2009, -
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2007-2008.
3. -
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75
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4. -
. -
... -
.
, . (1994).
, :
, . (1999). -, :
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delivery perspective: Implications for practice, training and research. Journal of School
Psychology, 28, 203-223
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science of indirect service delivery. In C.R. Reynolds&T.B.Gutkin(Eds.), The handbook of
school psychology (pp.598-637).New York:John Wiley
Katz, L.G. (1993). The project approach, Champaign, IL, ric Clearinghouse on elementary and
early Childhood education
Nelson-Jones, Richard. (1997). Practical counseling and helping skills: text and exercises for the
lifeskills counseling model, London, Cassel
, . (1997), , :
Rosennthal, R. Jacobson, L. (1968). Pygmalion in the classroom : expectation and pupils
intellectual development ,New York, Rinehart and Winston
Rutter, M. & Smith, D. J. (1995). Psychological disorders in Young people: Time trends and their
causes. London,Wiley.
Tuma, J.M. (1989), Mental health services for children: The state of the art. American
Psychologist, 44,188-189
saacson, L.E. (1977). Career information in counseling and teaching. Boston, Allyn &Bacon
-, .(2001). , :
, .(2000). , :
ezirow, J. (2006). , :
, . (2002). -
, :
, . (2000). - -
, : ....
..(2008). ...: ....
, . (2008). , :
7/12/2009 4/5/2010
76

(portfolio)

- -

,
,
.
, -
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.
, -
,
,
. -
-
-
(Student Portfolio), -
.
. . .., . .
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77
M
-: , -
, , -
, , .
Abstract
ccording to the humanitarian-pluralist model on teaching quality

assessment models have recently been promoted in education, which are
confined not only to the assessment of the cognitive objectives of the school
subjects but of the communication, cooperation and meta- cognitive skills in
different cognitive frames as well. Such assessment models aim at a person-
centred teaching where the student himself is involved in organizing learning
through practices of self-knowledge and self-assessment. In this context, he
develops his exploratory activity, while growing self-regulating learning skills
by focusing on processes of how and what to learn independently, fulfilling
the purpose of learning with regard to the principles of life-long education.
Performance and student activities portfolio (Student Portfolio), a method which
focuses on the change of students learning perception, was created on the
basis of differentiated assessment of student learning progress and quality
assessment methods.
To Portfolio,

( -
), -
.
,
, -
, -
( ).

-
, -

,
78

. , -

/ -
(, 2004).

, ,
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-
(Schwarz, Volkwein Winter,
2008). -
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2005: 169).
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79
M
Portfolio
Portfolio
:
,
-,
,
,

,
-
-
,
(-
),
-
,
,
,
.
-
(Cooper, 2005):
Best-Work-Portfolio: , -
,
,
Growth-and-Learning-Progress-Portfolio:
, -
, -
, . -

,
.
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Portfolio (European Language Portfolio), -

80

.
-
(-
, 2003).
-
(e-portfolio),
.
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,
, , .
, , , -
, -
(, 2009).
Portfolio

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. Portfolio :
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81
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/ ( -
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Portfolio -
(Introspektive Methoden),
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(Faerch Kasper, 1986_ Christ 2001). -
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,
,
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,

Portfolio (Bohl, 2001).
Portfolio
Portfolio
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assessment): . .
. (.), : 55-83.
: Gutenberg.
85
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, . (2004)
. : Gutenberg.
, . (2005). : . .
, . (2001). Portfolio : -
.( on http://www.pi-schools. gr/publications/epitheorisi/ teyxos5, -
10/2/2009).
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Linz: Veritas Verlag.
Bigge, . (2000). (. . . ).
: .
Bimmel, P. und Rampillon, U. (2000). Lernerautonomie und Lernstrategien. Mnchen: Langen-
scheidt (Fernstudieneinheit 23).
Bohl, T. (2001). Prfen und Bewerten im Offenen Unterricht. Neuwied: Luchterhand.
Burke, ., Fogarty, R. and BeIgrad, S. (1994). The Mindful School: The Portfolio Connection.
Arlington Heights, Illinois: IRI/Skylight, Training and Publishing Inc.
Christ, H. (2001). Wie das Postulat der Erziehung zur Mehrsprachigkeit den fredsprachenun-
terricht insgesamt verndert. Fachverband Moderne Fremdsprachen, Landesverband
Niedersachsen, Mitteilungsblatt, 2, 2-9.
Cooper, J. (2005). Beyond the Book Strategies- Another Angle on Student Asessment. (
on www.beyond-the-book.com/ strategies/strategies_033005.html,
12/2/2009).
Faerch, C. Kasper, G. (1986). Cognitive dimensions of language transfer. In E.Kellerman
and Smith, M. Sharwood, Crosslinguistic influence in second language acquisition: 49-65. New
York: Pergamon Press.
Herrmann, J. & Hfer, C. (1999). Evaluation in der Schule Uterrichtsevaluation: Berichte und
Materialien aus der Praxis. Gtersloh: Bertelsmann.
Schwarz, J., Volkwein, K. und Winter, F. (2008). Portfolio im Unterricht. Seelze-Velber:
Klett/Kallmeyer.
Strittmatter, A. (2000). Worauf bei der Selbstevaluation zu achten ist. ( on
http://home.ph-freiburg.de/weis/referat/ Synthese.rtf, 1/3/2009).
19/3/2010 21/4/2010
86

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2008-2009. : -
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87
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Abstract
This article presents school visual project, practiced in the Palaio Faliro
intercultural primer school during the 2008-2009 school year. The project
Embrace all the world followed the principles of intercultural education and
aims to develop the art lesson of the primary education. The participants,
evaluating mapping, they practiced the cultural diversity as a dialog platform,
to produce art work. The project was practiced in the, so called, flexible
educational zone. Pupils of the fifth class with the supervision of their teacher
and the artist, created two large scale maps made of paintings, texts and little
souvenirs, which they recalled their country and culture.
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1. -

. Hohmann (1983: 4-8) -
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1997: 39).
3. Eubanks (2002: 44)
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4. Kuster (2006: 34)
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150 .., .
7. , , James Corner,
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8. (Internationale Situationniste), 1957, -
1960.
, , .
Guy Debord, Asger Jorn, Constant, Rulph Runney,
Rene Riesel
, 40 75
.
20 (, , ),
,
. -
(Situations, )
.
. 1972.
9. Debord, G. (1996). Report on the Situations and on the International Situationist Tendenys
Conditions of Organization and Action, Theories and Documents of Contemporary Art. London:
University o California Press, 702-706.
10. , ,
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-
.
100

11.

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,

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,
, , ,
. , Baker (2001: 52-53), -
.
12. (1996: 41) -
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13. 9 12
3 .
Alpers, S. (1983). The Art of Describing-Dutch Art in the 17th Century. London: John Murray.
Baker, C. (2001). . : Gutenberg.
, . (2001). . : .
, . (1997).
, . : Gutenberg.
Chapman, L. H. (1993). . : .
Corner, J. (1999). The Agency of Mapping, Critique and Invasion: I Mappings. London: Reaction
Books.
Debord, G. (1990). Comments on the Society of the Spectacle. London: Verso.
Debord, G. (1996). Report on the Situations and on the International Situationist Tendenys:
Conditions of Organization and Action, Theories and Documents of Contemporary Art.
London: University o California Press.
Eubanks, P. (2002). Students who dont speak English: how art specialists adapt curriculum for
ESOL students. Art Education, 55 (2), 40-45.
Fend, P. (1991). Kunstraum. Munich: Daxer.
Ferrer, M. (1991). O, , 1945,
. : .
Hohmann, M. (1983). Interkulturelle Erziehung Versuch einer Bestandsaufnah-me.
Auslnderkinder in Schule und Kindergarten, 4, 4-8.
Knabb, K. (1974). The Veritable Split in the International, Public Circular of the Situationist
International. London: B. M. Piranha.
Knabb, K. (1981). Situationist International Anthology. California: Berkeley.
Kumar, K. (1991). Utopianism. London: Buckingham Open University Press.
Kuster, D. (2006). Back to the Basics: Multicultural Theories revisited and put into practice. Art
Education, 59 (5), 33-39.
Malchioni, C. (2001). . A: -
.
101
M
, . (1996). : -
. :
.
Mattelart, A. (1999). Modernity and Communication Networks in Mapping. London: Reactions
Books.
, . (1992). : Cobra, , . :
.
Parsons, J. (2000). System & Structure. London: James Hockey Gallery.
Powell, K. (2000). City Transformed. London: Laurence King.
Salder, S. (1998). The Situationist City. Massachusetts: MIT Press.
Wood, D. (1992). The Power of Maps. New York: The Guilford Press and the Coope-Hewitt
Museum of Art.
9/11/2009 8/2/2010
102

/
, -
(Margalit, 1994 Sletta, et al., 1996 Vlas,
1999). 293 / ,
:
(Galanaki & Kalantzi-Azizi, 1999)
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(-, 2001).
, ,
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Abstract
The aim of the present research was to investigate loneliness and social
dissatisfaction in school age children, and their relation to self-concept and
self-esteem (Margalit, 1994 Sletta, et al., 1996 Vlas, 1999). A total of 293
4th, 5th and 6th- grade Greek pupils from urban and rural areas were admini-
stered two scales: Loneliness and Social Dissatisfaction Questionnaire (Gala-
naki & Kalantzi-Azizi,1999) and the Greek version of Self-Perception Profile
for Children (akri-Botsari, 2001). Results showed that a considerable pro-
portion of children are lonely. When loneliness was examined in relation to
. . , . , .
103
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self esteem and self concept, a significant but moderate negative relationship
emerged.
/ ,
-
.
(Weiss, 1973), -
. ,
-
(Weiss, 1973).
-
, . ,
,

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-
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/ (at risk)
(Asher, Parkhurst,
Hymel & Williams, 1990 Luftig, 1987).

(Margalit, 1996, . 4). ,
-
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/,
(Qualter & Munn, 2002). Margalit (1996, .9) -
, -
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104

,
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(Margalit, 1994).
-

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(Margalit, 1994). -
-
, : -
(Hymel, Rubin, Rowden, LeMare, 1990),
(Galanaki & Kalantzi-Azizi, 1999) -
,
/ / (Asher et al., 1990).
-

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(Margalit, 1994). -
(Hymel et al., 1990
Vals, 1999).
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105
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,
, -
(Margalit,
1996) (Margalit, 1985).

(Skaalvik & Hagtvet, 1994).
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(Ruble, Boggiano, Feldman & Loebl, 1980). ,
/ /
. - (2001, . 93): -
,

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/ /,
, -
(Boivin & Hymel, 1997). -

(Asher, Hymel & Renshaw, 1984 Cassidy & Asher, 1989 Asher et al.,
1990). Hymel et al. (1990),
Harter (1985), :
-
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() .
-
106

, ,
(Margalit,
1994 Sletta, Vals, Skaalvik & Sbstad, 1996). -
(Sletta, et al., 1996). Vals
(1999),
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Vals (1999) : -
, / / , -

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/, / (Rarkhurst &
Asher, 1992)
(Asher & Renshaw, 1984). ,

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293 : 101 (34,5%) / -

( : 9,08), 100 (34,1%) /
( : 10,04) 92 (31,4%) / (-
: 11,03). 131 (44,7%) 162
107
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(55,3%) . 135 (46,1%) -

, , 158 (53,9%) (-
/). / -
65,5% /
/ / /
, 21,2% /
.
-
(Galanaki & Kalantzi-
Azizi, 1999).
( ) (-
-, 2001). / / -
/,
/ : / /
/ / /
/ .
: = 1, -
= 2, = 3
= 4.
K -
Cronbach alpha (0,88). -

(0,90) (Asher & Wheeler, 1985
Parker & Asher, 1993).
.
-
(principal
axis),
. 1
.
108

1 2 3
1. 0,46 0,48
3. 0,53
4. 0,48
6. 0,60
8. 0,66
9. 0,70
10. 0,62
12. 0,57
14. 0,66
16. 0,60
17. 0,68
18. 0,54
20. 0,58
21. 0,76
22. 0,63
24. 0,64
-
21, 9 17
.
36,9% -
. 7,07% ,
6,75% .
50,75% -
. -
-
.
Cronbach alpha
-
, 0,67 0,74, -

(-,
2001).
109
M
2 , -
K -
.

1 293 1,99 1,02
3 291 2,29 1,43
4 293 1,72 0,93
6 293 2,07 1,34
8 291 1,41 0,91
9 293 1,83 1,30
10 291 1,72 0,97
12 293 2,24 1,31
14 293 1,51 1,04
16 292 1,80 0,96
17 292 1,97 1,20
18 290 1,84 1,26
20 291 1,89 1,12
21 293 1,79 1,26
22 293 2,07 1,00
24 293 1,58 1,22

3 ( -
) 2,29 12 (
) 2,24, 6 ( -
) 22 (
) 2,07. -
Asher et al (1984) 5- Likert.
3 , -

( ).
110

293 1,20 4,00 3,03 0,71
293 1,00 4,00 3,07 0,70
293 1,00 4,00 3,16 0,68
293 1,20 4,00 3,02 0,67
293 1,20 4,00 3,15 0,61
293 1,20 4,00 3,15 0,67
,
. -
, ,
2,50,
.
4 -
-

.
%, N=100 %, N=100 %, N=93 %, N=293

1 10 10 4 4 6 6,5 20 6,8
3 35 35 17 17 8 8,7 60 20,2
4 4 4 5 5 4 4,4 13 4,5
6 18 18 20 20 13 13,9 51 17,3
8 5 5 7 7 3 3,3 15 5,1
9 15 15 13 13 13 14,1 41 14
10 5 5 7 7 3 3,3 15 5,1
12 19 19 21 21 9 9,8 16,3 16,6
14 5 5 11 11 6 6,6 22 7,5
16 7 7 7 7 2 2,2 16 5,4
17 11 11 19 19 10 10,9 40 13,6
18 19 19 8 8 8 8,6 35 11,8
20 9 9 10 10 9 9,8 28 9,6
21 12 12 11 11 11 12 34 11,3
22 12 12 8 8 6 6,6 26 8,8
24 13 13 17 17 4 4,4 34 11,4
111
M
O 10% :
3 (20,2%), 6 (17,3%), 9 (14), 12
(16,6%), 17 (13,6%), 18 (11,8%), 24
(11,4%) 21 (11,3%).
(9, 17 21)

(pure loneliness questions). -
, -
, .

-
.
-
-
5% 35% (..12,4%), 4%
21% (.. 11,5%) 2,2% 14,1% (.. 7,8%).
, 4,5% 20,2%
(.. 10,5%).
(Asher et al., 1984 , 1994).
. , -
( ) -
.
, -
, ,
(Luftig, 1987 Vals, 1999).
-
: ) -
)
-
. ,
,
, .
Luftig (1987), -

, .
,
. /
,
. , ,

112

, -
. ,
-

(Galanaki, 2004).
, ,
, Pearson -
5 .
N=293
-.55*
-.74*
-.30*
-.40*
-.32*
-.64*
-.58*
*Correlation is significant at the 0.01 level (2-tailed).
5 -
-
-
.

(r=-.74,
p<.01) -
(r=-.64, p<.01), -
(r=-.55, p<.01)
(r=-.40, p<.01) (r=-.32,
p<.01). ,
,
(Hymel et al, 1990 Sletta et al, 1996 Vals,
1999). , -
(Sletta et al, 1996 Vals, 1999).

113
M

.
-
(r=.58, p<.01). /
.
Vals (1999) -
/:
/ / / / -
.
/, ,

, .
, - / -
,
. , -
/ (10,5%)
.

(
, ),
. -
,
, /
.
/ /

.
, ,
:
,
,
/ / ,
.
, , , ,
,
114

. , ,
-
. ,
-
/ / -
/ .
, ,
(, 1994, . 179). , Margalit
(1994, . 9): , -
-
, . -
, , ,
, / -
.

,
. , -
-
(, 1990). , , -
, -

,
/ -
.
,
,
, -
.
-
.
Asher, S.R., Hymel, S., and Renshaw, P.D. (1984). Loneliness in children. Child
Development, 55, 1456-1464.
Asher, S. R., & Renshaw, P. D. (1984). Children without friends: social knowledge and
social-skill training. In S. R. Asher, & J. M. Gottman (Ed). The development of children
friendships (p.p. 273-296). New York: Cambridge University Press.
Asher, S. R., & Wheeler, V. A. (1985). Childrens loneliness: A comparison of rejected and
neglected peer status. Journal of Consulting and Clinical Psychology, 53 (4), 500-505.
115
M
, . (1994).
. -
, , , ...
Boivin, M. and Hymel, S. (1997). Peer experiences and social self-perceptions: A sequential
model. Developmental Psychology, 33 (1), 135-145.
, .. (1994). . -
. -
, .
Cassidy, J., and Asher, S. (1992). Loneliness and peer relations in young children. Child
Development, 63, 350-365.
Galanaki, E.P. (2004). Teachers and loneliness. The childrens perspective. School
Psychology International, 25 (1), 92-105.
Galanaki, E.P. and Kalantzi-Azizi, A. (1999). Loneliness and social dissatisfaction: its
relation with children s self-efficacy for peer interaction. Child Study Journal, 29 (1), 1-
22.
Harter, S. (1985). Manual for the Self-Perception Profile for Children. Denver, CO: University
of Denver Press.
Hymel, S., Rubin, K.H., Rowden, L., and LeMare, L. (1990). Children s peer relationships:
longitudinal prediction of internalizing and externalizing problems from middle to late
childhood. Child Development, 61, 2004-2021.
, . (1990). . -
, -
.
Luftig, R.L. (1987). Children s loneliness, perceived ease in making friends and estimated
social adequacy: Development and social metacognition. Child Study Journal, 17 (1), 35-
53.
-, . (2001). . , , -
. : .
-, . (2001). .
, -
. : .
Margalit, M. (1994). Loneliness among children with special needs. Theory, research, coping,
and intervention. Springer-Verlag New York, Inc.
Parker, J.G. and Asher, S.R. (1993). Friendship and friendship quality in middle childhood:
links with peer group acceptance and feelings of loneliness and social dissatisfaction.
Developmental Psychology, 29 (4), 611-621.
Parkhurst, J.T. and Asher, S.R. (1992). Peer rejection in middle school: subgroup diffe-
rences in behavior, loneliness, and interpersonal concerns. Developmental Psychology, 28
(2), 231-241.
Qualter, Pand Munn, P. (2002). The separateness of social and emotional loneliness in
childhood. Journal of Child Psychology and Psychiatry, 43 (2): 233-244.
Ruble, D. N., Boggiano, A. K. Feldman, N. S., & Loebl, J. (1980). A developmental analysis
of the role of social comparison in self-evaluations. Developmental Psychology, 16, 105-
115.
Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: an
analysis of causal predominance in a developmental perspective. Journal of Personality
and Social Psychology, 58, 292-307.
Sletta, O., Vals, H., Skaalvik, E. M., & Sbstad, F. (1996). Peer relations, loneliness, and
116

self-perceptions in school aged children. British Journal of Educational Psychology, 66,

431-444.
Vals, H. (1999). Students with learning disabilities and low-achieving students: Peer ac-
ceptance, loneliness, self-esteem and depression. Social Psychology of Education, 3, 173-
192.
Weiss, R.S. (1973). Loneliness. The experience of emotional and social isolation. Cambridge,
MA: The MIT Press.
9/4/2009 21/4/2010
117
.

25

.

,
-
,
. , -

, , -

.
-: , , , -
.
Abstract
This current essay examines the aspect of school violence which concerns
national and cultural diversity. After registering the general characteristics of this
. . , , .. (.. 407/1980)
.
118

phenomenon as well as all the social and cultural facts that form and interpret it,
we search out the special features of school violence. More specifically our aim is
to find out whether those features are connected with racism and social
exclusion. Afterwards, we outline the extent bullying in Greece through research
facts. At the end, we point out the need of a policy with an intercultural
orientation as an important way for an alleviation of intercultural conflicts.
Keywords: school violence, bullying, multiculturalism, intercultural educa-

tion.

, ,
, . -
/ , -
, , .
-

. , -
, -
. -
-
.
-
, -
, -
, -
,

-
.
To :
119
M
.1
,
-
,
. (1998)

. , -
-
.
, -
, , -
-
(, 2001).

. -
-
-

.
-
, Olweus (1993),
-
(Smith & Brain, 2000). -
bullying
, -
. E o . ,

. ,
,
.
. (2001)
-
.
Olweus (1993)
-
-
. Rigby (1996)
, , -
, . , -
/ (bullying),
120

: ,
. Farrington (1993), ,
/ -
, ,
, , ,
,

.
-
, , -
(Neary & Joseph, 1994 ;
Roland, 2002).
, -
, -
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(....), : ,
. http://www.epsype.gr/daphne.asp.
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13. ,
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2004.
16.
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. , 12/11/2006.
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4/11/2009 11/6/2010
138

,

A K

E

. 1352
, B , 11
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(Theodorakis, 1994). -

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139
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Abstract
The purpose of this study was to examine grade and gender differences in
students attitudes towards physical education. Participants were 1352
students of 5th, 7th, 9th and 11th grade from 11 cities of central and north
Greece. The students attitudes were evaluated with a questionnaire
(Theodorakis, 1994). Analysis of variance and post hoc comparisons revealed
significant reduction in students attitudes toward physical education among
all grades with the exception of comparison between 9th and 11th grade.
Moreover, boys, independently of the grade, referred more positive attitudes
in comparison with girls. These results showed that, students attitudes
towards physical education decline with age and highlight the need for a
reformation in physical education, so as to become more appealing, effective
and useful for all students.
Key words: Attitudes, physical education, grade differences, gender

differences
-

( 303, 13-3-2003).

,
,
. , -
-
, -
-
(Carlson, 1995; Ennis, 1996; Portman,
1995; Robinson, 1990).
, ,
(Hogg &
Vaughan, 2008). Triandis (1971),
, -
. -
(Ajzen, 1991),
. ,
140

. ,
, -
(Fox &
Biddle, 1988).

, ,
, -
, -
(Digelidis &
Papaioannou, 1999; & , 2004). ,

(Couturier, Chepko & Coughlin, 2005).
,
-
(Butcher & Hall, 1983; Haladyna & Thomas, 1979; Schemp, Cheffen
& Zaichkowsky, 1983; Subramaniam & Silverman, 2007; Van Wersch, Trew &
Turner, 1992).
, , -
, -
(Stelzer, Ernest,
Fenster & Langford, 2004), -
(Chung & Phillips, 2002). ,
14, -
18, -
(Van Wersch et al., 1992). ,
(Subramaniam & Silverman, 2007)
, -
-
, , ,

.

, ,
-
(Luke & Sinclair, 1991). ,
,
, -
(Folsom-
Meek, 1992; Smoll & Schutz, 1980).

141
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.
-
. , Theodorakis, Natsis, Papaioannou
Goudas (2002) -

, -
. , , -

(Silverman & Subramaniam, 1999).
, , -
-

(Ajzen, 1991). , -

(Fox &
Biddle, 1988).

(Biddle & Chatzisarantis, 1999;
McKenzie, 2003; Portman, 2003). -
-

(McKenzie, 2003), -
-
(Gallahue & Donnelly, 2003; Graham,
Holt-Hale & Parker, 2004).
-
-
,
.
, -
,
. , -
,
,
(Graham,
1995) (Gallahue & Donnelly, 2003;
Graham et al., 2004).
, ,

142

. -
,
. -

. , -
.
1352 (662 690 )

(n = 346, 10.70 .44 ), (n = 340, -
12.65 .38 ), (n = 338, 14.60 .38 )
B (n = 328, 16.46 .38 ) 72 -
(19 , 17 , 19 17
), 33 11
.

-
,
Theodorakis (1994).
-
-
: -, -, -, -
-, -.
-
: 1 2 3 4 5 6 7 .
-

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.

( , , )

143
M
. -
,
.

,
-
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,
, -
-
.
.
.

,
, -
Cronbachs (Cronbach, 1951)
-
-
( )
.
, -
Cronbachs , ( = .87). -
,
, ( 1).

,
(
, , )
. -
,
F(3, 1344) = 38.95, p <.001, 2 = .08,
, F(1, 1344) = 7.48, p <.01, 2 = .01,
, F(3, 1344) = 1.08, p = .36.
144

1: -
, , post hoc

M Sd M Sd M Sd
5.98 1.31 5.78 1.45

6.45 1.03 6.53 .90 6.37 1.14
6.00 1.40 6.05 1.36 5.95 1.44
5.68 1.41 5.72 1.40 5.61 1.43
5.38 1.43 5.62 1.34 5.19 1.48
: : , : , : -
, : ( -
p<.001 (p<.01),
: (p<.01).
-
, , -
, -
, (2 = .08),
(Cohen, 1988). , -
post hoc Bonferoni test -
,
(Thomas & Nelson, 2001).
,
(-
1). , ,
,
, -
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-
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, -
( 1). ,
(2 = .01) (Cohen,
1988). -
-
.
145
M

.
, ,
,
, -

. ,

. , , ,
.
,
.
-

(Butcher & Hall, 1983;
Haladyna & Thomas, 1979; Schemp et al., 1983; Subramaniam & Silverman,
2007). ,
, . -

(Ajzen, 1991).
, , -
,
-
(Sansone & Harackiewicz, 1996)
.
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, -
(Chung & Phillips, 2002;
Stelzer et al., 2004). ,
,
,
,
.
, -
, .
, -

146

(McKiddle & Maynard, 1997),

-
,
(Carlson, 1995; Ennis, 1996; Portman, 1995; Robinson, 1990). , -
,
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(Carlson, 1995). , -
(Figley, 1985;
Luke & Sinclair, 1991)
, , -
, -
(Goldhaber, 2002; Goldhaber, Brewer & Anderson,
1999).

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(Brodie & Birtwistle, 1990; Theodorakis, 1992). , -
-
(Patterson & Faucette, 1990) -

(OReilly, Tompkins & Gallant, 2001).
, , -
, -
(Carlson, 1995; Figley, 1985; Luke
& Sinclair, 1991; McKenzie, Alcaraz & Sallis, 1994; Sanders & Graham, 1995;
Solmon & Carter, 1995; Tjeerdsma, Rink & Graham, 1996). , ,

,
(Solmon & Carter, 1995). ,
, (Carlson,
1995). , -
, -
(Sanders & Graham, 1995). ,

(Goudas & Hassandra, 2006).
-
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147
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,
( , ,
) -
(Digelidis, Papaioannou, Laparidis & Christodoulidis,
2003).
, ,
,

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, ,
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, ,
-
. -

-
, .

.
,
. , -

.

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-
, , -
..
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1/2/2008 18/6/2009
151

/ ..

. 12, 14 16 (n = 1288) -
, , -
.
,
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( r = .38, r = .61, r = .34, r = .53, r = .61),
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.
152

Abstract
he present study aims to examine the relation between the motivation in

physical education and the important individual factors which are considered
to affect it. Students aged of twelve, fourteen and sixteen years old (n = 1288)
responded to questionnaires with regard to motives, goal orientations,
perceived competence, as well as intrinsic and extrinsic value of physical
education. Correlation analysis have shown that perceived competence,
learning orientation, social acceptance and the sense of value (intrinsic /
extrinsic) of physical education exhibited positive correlation with intrinsic
motives (r = .38, r = .61, r = .34, r = .53, r = .61, respectively). On the
contrary, avoided orientations had revealed positive correlation (r = .35) with
amotivation. Conclusively, a climate which places emphasis upon the learning
orientation, the reinforcement of perceived competence and the sense of
importance of physical education is required to improve intrinsic motivation.
Key words: intrinsic motivation, perceived competence, goal orientations,

intrinsic and extrinsic value of physical education
1.
1.1.

, -
, (Deci Ryan, 1985). -
(intrinsic motivation)
-
, -

:
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(extrinsic motivation) -
(.. , )
-
. (amotivation)
, -
.
153
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,
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(integration) (identified regulation), -
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(Deci Ryan, 1985; Pelletier, Fortier, Vallerand, Tuson, Briere Blais,
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154

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156

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2.2.

Sport Motivation Scale (SMS) Pelletier .
(1995). 31 . 12
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).

, -
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Tombouloglou, 2005), -
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McGregor, 2001) 31 .
158

(6 ), (6 -
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) (7 ).
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physical self perception profile
Fox (1988) ,
. -
= .77.
5/
Likert ( 5 = 1 =
).

-
Midgley, Feldlaufer Eccles (1989), -

(Papaioannou, 1992, 1994), -
. -
( = .84).
-
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Cronbach.
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Pearson. -
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1 , ,
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4 (Cronbach = .60)

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.
160

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= .87. 1 , -
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(r = .21) (r = .28).

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(r = .32), (r = .33)
(r = .34) (r = .35) (r = .38)
161
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(r = -.17). , -
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2
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4.
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.

(Duda, 1992; Duda, 1996; Papaioannou Kouli,
1999; , 2000),

, .

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(Hayashi, 1996; , 2000;
Papaioannou et al., 2007).
, .

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162

, ,
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.
, (Elliot Church, 1997; Elliot
Harackiewicz, 1996), -
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( Duda,
1992; Goudas, Biddle Fox, 1994a). /

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.

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,
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1996).

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.61 .13 .31 -.23 -.25
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165
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27/9/2007 21/1/2010
167

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Abstract
The object under investigation is the cover of the language text book of the
second class of primary school, as multimodality of the texts. In the frame of
mulltiliteracies, the aim of the research is to study the cover of the book from
aesthetics, semiotic and ideological pedagogic opinion, with the application of
qualitative method of content analysis and the grammar of visual design.
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182

, . (1998). ;, , 1, 17-35.
Eco, U. (1987). . : .
Halliday, M. (1994). An introduction to functional grammar. London: Edward Arnold.
, . . (2002).
. , 10, 195-204.
, . . (2007). :
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Kalantzis, M. & B. Cope (1999). : -
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Kress, G. & Th. Van Leeuwen (1996). Reading Images. The Grammar of Visual Design. London:
Routledge.
, . (2006). : , -
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60-92.
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Moebius, W. (1986). Introduction to Picturebook Codes. Word and Image, 2, 141-151.
, . (1989). ,
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, 155-161. : .
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183

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Abstract
The aim of this research was to test maps developed in Aegean University,
Lesvos, Greece, assessing variables such as symbolic representation of the
features, orientation, scale, and their impact on students' ability to explain
features within a place and to find connection between places when they put
together reference maps and thematic maps. Seventh grade Greek Secondary
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184

School students (n=176) without any systematic cartographic experience, were

invited to participate. The results focus on children as a special group of map
users and on their ability to attach meaning to symbols based on visual variables.

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(Newton Duda, 1995; Papaioannou

2: Pearson product moment -

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